Rethinking Staff Development About the author: Carl Skordahl is director of special education for Osseo Area Schools, Minnesota This article originally appeared in the January 1997 issue of Strategram, published by the University of Kansas Center for Research on Learning. Minnesota school districts, like many districts in other states, are facing serious fiscal limitations. The district I represent not only faces reduced state-level support but also is located in an area that does not have a strong tax base for generating local funds. This fiscal dilemma is occurring in the face of inflation and increased learner needs for those with and without disabilities. Consequently, staff and leadership must address this problem and take steps for its resolution. This article is an attempt to share with you one possible solution for meeting the needs of students and staff despite fiscal limitations. The solution will be presented in the context of the district I represent. The Osseo Area School District is located in a west suburban area of Minneapolis/St. Paul, Minnesota. Osseo Area Schools serve 21,000 students in 20 elementary schools (grades K-6), four junior high schools (grades 7-9), and three senior high schools (grades 10-12). About 11% of the population receives special education services, and 85% to 90% of those students are labeled mildly disabled. I have been with this district for 32 years and have watched it grow from five elementary schools, one junior high, and one senior high to its current size of fifth largest in Minnesota. It has experienced many of the typical growing pains of rapidly expanding districts. | |
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